Abstract

An analysis of the Young Lives data collected in 2006, involving a
younger cohort (aged 5) and an older cohort (aged 12), yields three
important findings regarding the Kinh–ethnic minority gaps in
mathematics and reading skills in Vietnam. First, large disparities
exist even before children start primary school. Second, language may
play an important role: Vietnamese-speaking ethnic minority children
scored much higher than their non-Vietnamese-speaking counterparts, even
though tests could be taken in any language the child chooses. Third,
Blinder–Oaxaca decompositions indicate that higher parental education
among Kinh children explains about one third of the gap for both
cohorts. For the older cohort, Kinh households' higher income explains
0.2–0.3 standard deviations (SDs) of the gap (1.3–1.5 SDs). More time in
school, less time spent working, and better nutritional status each
explain about 0.1 SDs of the mathematics score gap; Kinh children's
more years of schooling explains about 0.3 SDs of the Peabody Picture
Vocabulary Test score gap.

Article written using Young Lives data from the public archive by
researchers from the University of Minnesota, China Agricultural
University, Beijing, and Purdue University, USA.